This post draws ideas from Personhood: A Game for Two or More Players on Melting Asphalt.

I've been lax in my attempt to write something for LW once weekly, but I hope to approximately continue nonetheless. I still have many posts planned -- the next one after this will likely be a rationality game that we've been playing at our weekly meetups in LA.

Last time, I talked about the distinction between associated and relevant. This time I'd like to talk about another distinction which comes up in rationality-conscious communication: that of rational vs reasonable.

Rationality has to do with figuring out what you actually want, being strategic about getting it, understanding what constitutes evidence, and so on. For more information, read the entire LessWrong archive.

Reasonableness is, in contrast, a social skill. It has to do with being able to give explanations for your actions, listening to and often accepting justifications for changing those actions, playing well on a team, behaving in a reliable and predictable manner, and dealing judiciously with guilt and responsibility.

I like reasonable people. Reasonableness is very valuable. It's probably a big part of what attracts me to rationalist circles in the first place: rationalists often value reasonableness more highly and are more careful to exercise it. Yet, rational and reasonable are two very different things. The most rational people are not the most reasonable people, or vice versa. I think it's worth examining in some detail how these two tails come apart.

Last year, I asked LW for some advice about spaced repetition software (SRS) that might be useful to me as a high school teacher. With said advice came a request to write a follow-up after I had accumulated some experience using SRS in the classroom. This is my report.

Please note that this was not a scientific experiment to determine whether SRS "works." Prior studies are already pretty convincing on this point and I couldn't think of a practical way to run a control group or "blind" myself. What follows is more of an informal debriefing for how I used SRS during the 2014-15 school year, my insights for others who might want to try it, and how the experience is changing how I teach.

Summary

SRS can raise student achievement even with students who won't use the software on their own, and even with frequent disruptions to the study schedule. Gains are most apparent with the already high-performing students, but are also meaningful for the lowest students. Deliberate efforts are needed to get student buy-in, and getting the most out of SRS may require changes in course design.

The software

After looking into various programs, including the game-like Memrise, and even writing my own simple SRS, I ultimately went with Anki for its multi-platform availability, cloud sync, and ease-of-use. I also wanted a program that could act as an impromptu catch-all bin for the 2,000+ cards I would be producing on the fly throughout the year. (Memrise, in contrast, really needs clearly defined units packaged in advance).

The students

I teach 9th and 10th grade English at an above-average suburban American public high school in a below-average state. Mine are the lower "required level" students at a school with high enrollment in honors and Advanced Placement classes. Generally speaking, this means my students are mostly not self-motivated, are only very weakly motivated by grades, and will not do anything school-related outside of class no matter how much it would be in their interest to do so. There are, of course, plenty of exceptions, and my students span an extremely wide range of ability and apathy levels.

The procedure

First, what I did not do. I did not make Anki decks, assign them to my students to study independently, and then quiz them on the content. With honors classes I taught in previous years I think that might have worked, but I know my current students too well. Only about 10% of them would have done it, and the rest would have blamed me for their failing grades—with some justification, in my opinion.

Instead, we did Anki together, as a class, nearly every day.

As initial setup, I created a separate Anki profile for each class period. With a third-party add-on for Anki called Zoom, I enlarged the display font sizes to be clearly legible on the interactive whiteboard at the front of my room.

Nightly, I wrote up cards to reinforce new material and integrated them into the deck in time for the next day's classes. This averaged about 7 new cards per lesson period.These cards came in many varieties, but the three main types were:

1. concepts and terms, often with reversed companion cards, sometimes supplemented with "what is this an example of" scenario cards.
2. vocabulary, 3 cards per word: word/def, reverse, and fill-in-the-blank example sentence
3. grammar, usually in the form of "What change(s), if any, does this sentence need?" Alternative cards had different permutations of the sentence.

Weekly, I updated the deck to the cloud for self-motivated students wishing to study on their own.

Daily, I led each class in an Anki review of new and due cards for an average of 8 minutes per study day, usually as our first activity, at a rate of about 3.5 cards per minute. As each card appeared on the interactive whiteboard, I would read it out loud while students willing to share the answer raised their hands. Depending on the card, I might offer additional time to think before calling on someone to answer. Depending on their answer, and my impressions of the class as a whole, I might elaborate or offer some reminders, mnemonics, etc. I would then quickly poll the class on how they felt about the card by having them show a color by way of a small piece of card-stock divided into green, red, yellow, and white quadrants. Based on my own judgment (informed only partly by the poll), I would choose and press a response button in Anki, determining when we should see that card again.

[Data shown is from one of my five classes. We didn't start using Anki until a couple weeks into the school year.]

Opportunity costs

8 minutes is a significant portion of a 55 minute class period, especially for a teacher like me who fills every one of those minutes. Something had to give. For me, I entirely cut some varieties of written vocab reinforcement, and reduced the time we spent playing the team-based vocab/term review game I wrote for our interactive whiteboards some years ago. To a lesser extent, I also cut back on some oral reading comprehension spot-checks that accompany my whole-class reading sessions. On balance, I think Anki was a much better way to spend the time, but it's complicated. Keep reading.

Whole-class SRS not ideal

Every student is different, and would get the most out of having a personal Anki profile determine when they should see each card. Also, most individuals could study many more cards per minute on their own than we averaged doing it together. (To be fair, a small handful of my students did use the software independently, judging from Ankiweb download stats)

Getting student buy-in

Before we started using SRS I tried to sell my students on it with a heartfelt, over-prepared 20 minute presentation on how it works and the superpowers to be gained from it. It might have been a waste of time. It might have changed someone's life. Hard to say.

As for the daily class review, I induced engagement partly through participation points that were part of the final semester grade, and which students knew I tracked closely. Raising a hand could earn a kind of bonus currency, but was never required—unlike looking up front and showing colors during polls, which I insisted on. When I thought students were just reflexively holding up the same color and zoning out, I would sometimes spot check them on the last card we did and penalize them if warranted.

But because I know my students are not strongly motivated by grades, I think the most important influence was my attitude. I made it a point to really turn up the charm during review and play the part of the engaging game show host. Positive feedback. Coaxing out the lurkers. Keeping that energy up. Being ready to kill and joke about bad cards. Reminding classes how awesome they did on tests and assignments because they knew their Anki stuff.

(This is a good time to point out that the average review time per class period stabilized at about 8 minutes because I tried to end reviews before student engagement tapered off too much, which typically started happening at around the 6-7 minute mark. Occasional short end-of-class reviews mostly account for the difference.)

I also got my students more on the Anki bandwagon by showing them how this was directly linked reduced note-taking requirements. If I could trust that they would remember something through Anki alone, why waste time waiting for them to write it down? They were unlikely to study from those notes anyway. And if they aren't looking down at their paper, they'll be paying more attention to me. I better come up with more cool things to tell them!

Making memories

Everything I had read about spaced repetition suggested it was a great reinforcement tool but not a good way to introduce new material. With that in mind, I tried hard to find or create memorable images, examples, mnemonics, and anecdotes that my Anki cards could become hooks for, and to get those cards into circulation as soon as possible. I even gave this method a mantra: "vivid memory, card ready".

When a student during review raised their hand, gave me a pained look, and said, "like that time when...." or "I can see that picture of..." as they struggled to remember, I knew I had done well. (And I would always wait a moment, because they would usually get it.)

Baby cards need immediate love

Unfortunately, if the card wasn't introduced quickly enough—within a day or two of the lesson—the entire memory often vanished and had to be recreated, killing the momentum of our review. This happened far too often—not because I didn't write the card soon enough (I stayed really on top of that), but because it didn't always come up for study soon enough. There were a few reasons for this:

1. We often had too many due cards to get through in one session, and by default Anki puts new cards behind due ones.
2. By default, Anki only introduces 20 new cards in one session (I soon uncapped this).
3. Some cards were in categories that I gave lower priority to.

Two obvious cures for this problem:

1. Make fewer cards. (I did get more selective as the year went on.)
2. Have all cards prepped ahead of time and introduce new ones at the end of the class period they go with. (For practical reasons, not the least of which was the fact that I didn't always know what cards I was making until after the lesson, I did not do this. I might able to next year.)

Days off suck

SRS is meant to be used every day. When you take weekends off, you get a backlog of due cards. Not only do my students take every weekend and major holiday off (slackers), they have a few 1-2 week vacations built into the calendar. Coming back from a week's vacation means a 9-day backlog (due to the weekends bookending it). There's no good workaround for students that won't study on their own. The best I could do was run longer or multiple Anki sessions on return days to try catch up with the backlog. It wasn't enough. The "caught up" condition was not normal for most classes at most points during the year, but rather something to aspire to and occasionally applaud ourselves for reaching. Some cards spent weeks or months on the bottom of the stack. Memories died. Baby cards emerged stillborn. Learning was lost.

Needless to say, the last weeks of the school year also had a certain silliness to them. When the class will never see the card again, it doesn't matter whether I push the button that says 11 days or the one that says 8 months. (So I reduced polling and accelerated our cards/minute rate.)

Never before SRS did I fully appreciate the loss of learning that must happen every summer break.

Triage

I kept each course's master deck divided into a few large subdecks. This was initially for organizational reasons, but I eventually started using it as a prioritizing tool. This happened after a curse-worthy discovery: if you tell Anki to review a deck made from subdecks, due cards from subdecks higher up in the stack are shown before cards from decks listed below, no matter how overdue they might be. From that point, on days when we were backlogged (most days) I would specifically review the concept/terminology subdeck for the current semester before any other subdecks, as these were my highest priority.

On a couple of occasions, I also used Anki's study deck tools to create temporary decks of especially high-priority cards.

Seizing those moments

Veteran teachers start acquiring a sense of when it might be a good time to go off book and teach something that isn't in the unit, and maybe not even in the curriculum. Maybe it's teaching exactly the right word to describe a vivid situation you're reading about, or maybe it's advice on what to do in a certain type of emergency that nearly happened. As the year progressed, I found myself humoring my instincts more often because of a new confidence that I can turn an impressionable moment into a strong memory and lock it down with a new Anki card. I don't even care if it will ever be on a test. This insight has me questioning a great deal of what I thought knew about organizing a curriculum. And I like it.

A lifeline for low performers

An accidental discovery came from having written some cards that were, it was immediately obvious to me, much too easy. I was embarrassed to even be reading them out loud. Then I saw which hands were coming up.

In any class you'll get some small number of extremely low performers who never seem to be doing anything that we're doing, and, when confronted, deny that they have any ability whatsoever. Some of the hands I was seeing were attached to these students. And you better believe I called on them.

It turns out that easy cards are really important because they can give wins to students who desperately need them. Knowing a 6th grade level card in a 10th grade class is no great achievement, of course, but the action takes what had been negative morale and nudges it upward. And it can trend. I can build on it. A few of these students started making Anki the thing they did in class, even if they ignored everything else. I can confidently name one student I'm sure passed my class only because of Anki. Don't get me wrong—he just barely passed. Most cards remained over his head. Anki was no miracle cure here, but it gave him and I something to work with that we didn't have when he failed my class the year before.

A springboard for high achievers

It's not even fair. The lowest students got something important out of Anki, but the highest achievers drank it up and used it for rocket fuel. When people ask who's widening the achievement gap, I guess I get to raise my hand now.

I refuse to feel bad for this. Smart kids are badly underserved in American public schools thanks to policies that encourage staff to focus on that slice of students near (but not at) the bottom—the ones who might just barely be able to pass the state test, given enough attention.

Where my bright students might have been used to high Bs and low As on tests, they were now breaking my scales. You could see it in the multiple choice, but it was most obvious in their writing: they were skillfully working in terminology at an unprecedented rate, and making way more attempts to use new vocabulary—attempts that were, for the most part, successful.

Given the seemingly objective nature of Anki it might seem counterintuitive that the benefits would be more obvious in writing than in multiple choice, but it actually makes sense when I consider that even without SRS these students probably would have known the terms and the vocab well enough to get multiple choice questions right, but might have lacked the confidence to use them on their own initiative. Anki gave them that extra confidence.

A wash for the apathetic middle?

I'm confident that about a third of my students got very little out of our Anki review. They were either really good at faking involvement while they zoned out, or didn't even try to pretend and just took the hit to their participation grade day after day, no matter what I did or who I contacted.

These weren't even necessarily failing students—just the apathetic middle that's smart enough to remember some fraction of what they hear and regurgitate some fraction of that at the appropriate times. Review of any kind holds no interest for them. It's a rerun. They don't really know the material, but they tell themselves that they do, and they don't care if they're wrong.

On the one hand, these students are no worse off with Anki than they would have been with with the activities it replaced, and nobody cries when average kids get average grades. On the other hand, I'm not ok with this... but so far I don't like any of my ideas for what to do about it.

Putting up numbers: a case study

For unplanned reasons, I taught a unit at the start of a quarter that I didn't formally test them on until the end of said quarter. Historically, this would have been a disaster. In this case, it worked out well. For five weeks, Anki was the only ongoing exposure they were getting to that unit, but it proved to be enough. Because I had given the same test as a pre-test early in the unit, I have some numbers to back it up. The test was all multiple choice, with two sections: the first was on general terminology and concepts related to the unit. The second was a much harder reading comprehension section.

As expected, scores did not go up much on the reading comprehension section. Overall reading levels are very difficult to boost in the short term and I would not expect any one unit or quarter to make a significant difference. The average score there rose by 4 percentage points, from 48 to 52%.

Scores in the terminology and concept section were more encouraging. For material we had not covered until after the pre-test, the average score rose by 22 percentage points, from 53 to 75%. No surprise there either, though; it's hard to say how much credit we should give to SRS for that.

But there were also a number of questions about material we had already covered before the pretest. Being the earliest material, I might have expected some degradation in performance on the second test. Instead, the already strong average score in that section rose by an additional 3 percentage points, from 82 to 85%. (These numbers are less reliable because of the smaller number of questions, but they tell me Anki at least "locked in" the older knowledge, and may have strengthened it.)

Some other time, I might try reserving a section of content that I teach before the pre-test but don't make any Anki cards for. This would give me a way to compare Anki to an alternative review exercise.

What about formal standardized tests?

I don't know yet. The scores aren't back. I'll probably be shown some "value added" analysis numbers at some point that tell me whether my students beat expectations, but I don't know how much that will tell me. My students were consistently beating expectations before Anki, and the state gave an entirely different test this year because of legislative changes. I'll go back and revise this paragraph if I learn anything useful.

Those discussions...

If I'm trying to acquire a new skill, one of the first things I try to do is listen to skilled practitioners of that skill talk about it to each other. What are the terms-of-art? How do they use them? What does this tell me about how they see their craft? Their shorthand is a treasure trove of crystallized concepts; once I can use it the same way they do, I find I'm working at a level of abstraction much closer to theirs.

Similarly, I was hoping Anki could help make my students more fluent in the subject-specific lexicon that helps you score well in analytical essays. After introducing a new term and making the Anki card for it, I made extra efforts to use it conversationally. I used to shy away from that because so many students would have forgotten it immediately and tuned me out for not making any sense. Not this year. Once we'd seen the card, I used the term freely, with only the occasional reminder of what it meant. I started using multiple terms in the same sentence. I started talking about writing and analysis the way my fellow experts do, and so invited them into that world.

Even though I was already seeing written evidence that some of my high performers had assimilated the lexicon, the high quality discussions of these same students caught me off guard. You see, I usually dread whole-class discussions with non-honors classes because good comments are so rare that I end up dejectedly spouting all the insights I had hoped they could find. But by the end of the year, my students had stepped up.

I think what happened here was, as with the writing, as much a boost in confidence as a boost in fluency. Whatever it was, they got into some good discussions where they used the terminology and built on it to say smarter stuff.

Don't get me wrong. Most of my students never got to that point. But on average even small groups without smart kids had a noticeably higher level of discourse than I am used to hearing when I break up the class for smaller discussions.

Limitations

SRS is inherently weak when it comes to the abstract and complex. No card I've devised enables a student to develop a distinctive authorial voice, or write essay openings that reveal just enough to make the reader curious. Yes, you can make cards about strategies for this sort of thing, but these were consistently my worst cards—the overly difficult "leeches" that I eventually suspended from my decks.

A less obvious limitation of SRS is that students with a very strong grasp of a concept often fail to apply that knowledge in more authentic situations. For instance, they may know perfectly well the difference between "there", "their", and "they're", but never pause to think carefully about whether they're using the right one in a sentence. I am very open to suggestions about how I might train my students' autonomous "System 1" brains to have "interrupts" for that sort of thing... or even just a reflex to go back and check after finishing a draft.

Moving forward

I absolutely intend to continue using SRS in the classroom. Here's what I intend to do differently this coming school year:

• Reduce the number of cards by about 20%, to maybe 850-950 for the year in a given course, mostly by reducing the number of variations on some overexposed concepts.
• Be more willing to add extra Anki study sessions to stay better caught-up with the deck, even if this means my lesson content doesn't line up with class periods as neatly.
• Be more willing to press the red button on cards we need to re-learn. I think I was too hesitant here because we were rarely caught up as it was.
• Rework underperforming cards to be simpler and more fun.
• Use more simple cloze deletion cards. I only had a few of these, but they worked better than I expected for structured idea sets like, "characteristics of a tragic hero".
• Take a less linear and more opportunistic approach to introducing terms and concepts.
• Allow for more impromptu discussions where we bring up older concepts in relevant situations and build on them.
• Shape more of my lessons around the "vivid memory, card ready" philosophy.
• Continue to reduce needless student note-taking.
• Keep a close eye on 10th grade students who had me for 9th grade last year. I wonder how much they retained over the summer, and I can't wait to see what a second year of SRS will do for them.

Suggestions and comments very welcome!

Summary

I'd like to increasing the well-being of those in the justice system while simultaneously reducing crime. I'm missing something here but I'm not sure what. I'm thinking this may be a worse idea than I originally thought based on comment feedback, though I'm still not 100% sure why this is the case.

Current State

While the prison system may not constitute an existential threat, At this moment more than 2,266,000 adults are incarcerated in the US alone, and I expect that being in prison greatly decreases QALYs for those incarcerated, that further QALYs are lost to victims of crime, family members of the incarcerated, and through the continuing effects of institutionalization and PTSD from sentences served in the current system, not to mention the brainpower and man-hours lost to any productive use.

If you haven't read these Meditations on Moloch, I highly recommend it. It’s long though, so the executive summary is: Moloch is the personification of the forces of competition which perverse incentives, a "race to the bottom" type situation where all human values are discarded in an effort to survive. That this can be solved with better coordination, but it is very hard to coordinate when perverse incentives also penalize the coordinators and reward dissenters. The prison industrial complex is an example of these perverse incentives. No one thinks that the current system is ideal but incentives prevent positive change and increase absolute unhappiness.

 

• Politicians compete for electability. Convicts can’t vote, prisons make campaign contributions and jobs, and appearing “tough on crime” appeals to a large portion of the voter base.
• Jails compete for money: the more prisoners they house, the more they are paid and the longer they can continue to exist. This incentive is strong for public prisons and doubly strong for private prisons.
• Police compete for bonuses and promotions, both of which are given as rewards to cops who bring in and convict more criminals
• Many of the inmates themselves are motivated to commit criminal acts by the small number of non-criminal opportunities available to them for financial success, besides criminal acts. After becoming a criminal, this number of opportunities is further narrowed by background checks.

 

The incentives have come far out of line with human values. What can be done to bring incentives back in alignment with the common good?

My Proposal

Using a model that predicts recidivism at sixty days, one year, three years, and five years, predict the expected recidivism rate for all inmates at all individual prison given average recidivism. Sixty days after release, if recidivism is below the predicted rate, the prison gets a small sum of money equaling 25% of the predicted cost to the state of dealing with the predicted recidivism (including lawyer fees, court fees, and jailing costs). This is repeated at one year, three years, and five years.

The statistical models would be readjusted with current data every years, so if this model causes recidivism to drop across the board, jails would be competing against ever higher standard, competing to create the most innovative and groundbreaking counseling and job skills and restorative methods so that they don’t lose their edge against other prisons competing for the same money. As it becomes harder and harder to edge out the competition’s advanced methods, and as the prison population is reduced, additional incentives could come by ending state contracts with the bottom 10% of prisons, or with any prisons who have recidivism rates larger than expected for multiple years in a row.

 

Note that this proposal makes no policy recommendations or value judgement besides changing the incentive structure. I have opinions on the sanity of certain laws and policies and the private prison system itself, but this specific proposal does not. Ideally, this will reduce some amount of partisan bickering.

Using this added success incentive, here are the modified motivations of each of the major actors.

 

• Politicians compete for electability. Convicts still can’t vote, prisons make campaign contributions, and appearing “tough on crime” still appeals to a large portion of the voter base. The politician can promise a reduction in crime without making any specific policy or program recommendations, thus shielding themselves from criticism of being soft on crime that might come from endorsing restorative justice or psychological counselling, for instance. They get to claim success for programs that other people, are in charge of administrating and designing. Further, they are saving 75% of the money predicted to have have been spent administrating criminals. Prisons love getting more money for doing the same amount of work so campaign contributions would stay stable or go up for politicians who support reduced recidivism bonuses.
• Prisons compete for money. It costs the state a huge amount of money to house prisoners, and the net profit from housing a prisoner is small after paying for food, clothing, supervision, space, repairs, entertainment, ect. An additional 25% of that cost, with no additional expenditures is very attractive. I predict that some amount of book-cooking will happen, but that the gains possible with book cooking are small compared to gains from actual improvements in their prison program. Small differences in prisons have potential to make large differences in post-prison behavior. I expect having an on-staff CBT psychiatrist would make a big difference; an addiction specialist would as well. A new career field is born: expert consultants who travel from private prison to private prison and make recommendations for what changes would reduce recidivism at the lowest possible cost.
• Police and judges retain the same incentives as before, for bonuses, prestige, and promotions. This is good for the system, because if their incentives were not running counter to the prisons and jails, then there would be a lot of pressure to cook the books by looking the other way on criminals til after the 60 day/1 year/5 year mark. I predict that there will be a couple scandals of cops found to be in league with prisons for a cut of the bonus, but that this method isn’t very profitable. For one thing, an entire police force would have to be corrupt and for another, criminals are mobile and can commit crimes in other precincts. Police are also motivated to work in safer areas, so the general program of rewarding reduced recidivism is to their advantage.

 

Roadmap

If it could be shown that a model for predicting recidivism is highly predictive, we will need to create another model to predict how much the government could save if switching to a bonus system, and what reduction of crime could be expected.

Halfway houses in Pennsylvania are already receiving non-recidivism bonuses. Is a pilot project using this pricing structure feasible?

What new senses would you like to have available to you?

Often when new technology first becomes widely available, the initial limits are in the collective imagination, not in the technology itself (case in point: the internet). New sensory channels have a huge potential because the brain can process senses much faster and more intuitively than most conscious thought processes.

There are a lot of recent "proof of concept" inventions that show that it is possible to create new sensory channels for humans with and without surgery. The most well known and simple example is an implanted magnet, which would alert you to magnetic fields (the trade-off being that you could never have an MRI). Cochlear implants are the most widely used human-created sensory channels (they send electrical signals directly to the nervous system, bypassing the ear entirely), but CIs are designed to emulate a sensory channel most people already have brain space allocated to. VEST is another example. Similar to CIs, VEST (versatile extra-sensory transducer) has 24 information channels, and uses audio compression to encode sound. Unlike CIs, they are not implanted in the skull but instead information is relayed through vibrating motors on the torso. After a few hours of training, deaf volunteers are capable of word recognition using the vibrations alone, and to do so without conscious processing. Much like hearing, the users are unable to describe exactly what components make a spoken word intelligible, they just understand the sensory information intuitively. Another recent invention being tested (with success) is BrainPort glasses, which send electrical signals through the tongue (which is one of the most sensitive organs on the body). Blind people can begin processing visual information with this device within 15 minutes, and it is unique in that it is not implanted. The sensory information feels like pop rocks at first before the brain is able to resolve it into sight. Niel Harbisson (who is colorblind) has custom glasses which use sound tones to relay color information. Belts that vibrate when facing north give people an sense of north. Bottlenose can be built at home and gives a very primitive sense of echolocation. As expected, these all work better if people start young as children. 

What are the craziest and coolest new senses you would like to see available using this new technology? I think VEST at least is available from Kickstarter and one of the inventors suggested that it could be that it could be programmed to transmit any kind of data. My initial ideas which I heard about this possibility are just are senses that some unusual people already have or expansions on current senses. I think the real game changers are going to be totally knew senses unrelated to our current sensory processing. Translating data into sensory information gives us access to intuition and processing speed otherwise unavailable. 

My initial weak ideas:

• mass spectrometer (uses reflected lasers to determine the exact atomic makeup of anything and everything)
• proximity meter (but I think you would begin to feel like you had a physical aura or field of influence)
• WIFI or cell signal
• perfect pitch and perfect north, both super easy and only need one channel of information (an smartwatch app?)
• infrared or echolocation
• GPS (this would involve some serious problem solving to figure out what data we should encode given limited channels, I think it could be done with 4 or 8 channels each associated with a cardinal direction)

Someone working with VEST suggested:

• compress global twitter sentiments into 24 channels. Will you begin to have an intuitive sense of global events?
• encode stockmarket data. Will you become an intuitive super-investor?
• encode local weather data (a much more advanced version of "I can feel it's going to rain in my bad knee)

Some resources for more information:

 

• https://www.kickstarter.com/projects/324375300/vest-a-sensory-substitution-neuroscience-project
• http://www.radiolab.org/story/seeing-tongues/
• http://www.ted.com/talks/neil_harbisson_i_listen_to_color?language=en
• http://www.fastcompany.com/3001309/biohackers-and-diy-cyborgs-clone-silicon-valley-innovation
• https://www.youtube.com/watch?v=1X1mry35ykQ

 

More?

While writing my Magnum Opus I came across this piece of writing advice by Neil Gaiman:

“When people tell you something’s wrong or doesn’t work for them, they are almost always right. When they tell you exactly what they think is wrong and how to fix it, they are almost always wrong.”

And it struck me how true it was, even in other areas of life. People are terrible at giving advice on how to improve yourself, or on how to improve anything really. To illustrate this, here is what you would expect advice from a good rationalist friend to look like:

1)      “Hey, I’ve noticed you tend to do X.”

2)      “It’s been bugging me for a while, though I’m not really sure why. It’s possible other people think X is bad as well, you should ask them about it.”

3)      Paragon option: “Maybe you could do Y instead? I dunno, just think about it.”  

4)      Renegade option: “From now on I will slap you every time you do X, in order to help you stop being retarded about X.”

I wish I had more friends who gave advice like that, especially the renegade option. Instead, here is what I get in practice:

1)      Thinking: Argh, he is doing X again. That annoys me, but I don’t want to be rude.

2)      Thinking: Okay, he is doing Z now, which is kind of like X and a good enough excuse to vent my anger about X

3)      *Complains about Z in an irritated manner, and immediately forgets that there’s even a difference between X and Z*

4)      Thinking: Oh shit, that was rude. I better give some arbitrary advice on how to fix Z so I sound more productive.

As you can see, social rules and poor epistemology really get in the way of good advice, which is incredibly frustrating if you genuinely want to improve yourself! (Needless to say, ignoring badly phrased advice is incredibly stupid and you should never do this. See HPMOR for a fictional example of what happens if you try to survive on your wits alone.) A naïve solution is to tell everybody that you are the sort of person who loves to hear criticism in the hope that they will tell you what they really think. This never works because A) Nobody will believe you since everyone says this and it’s always a lie, and B) It’s a lie, you hate hearing real criticism just like everybody else.

The best solution I have found is to make it a habit to translate bad advice into good advice, in the spirit of what Neil Gaiman said above: Always be on the lookout for people giving subtle clues that you are doing something wrong and ask them about it (preferably without making yourself sound insecure in the process, or they’ll just tell you that you need to be more confident). When they give you some bullshit response that is designed to sound nice, keep at it and convince them to give you their real reasons for bringing it up in the first place. Once you have recovered the original information that lead them to give the poor advice, you can rewrite it as good advice in the format used above. Here is an example from my own work experience:

1)      Bad advice person: “You know, you may have your truth, but someone else may have their own truth.”

2)      Me, confused and trying not to be angry at bad epistemology: “That’s interesting. What makes you say that?”

3)      *5 minutes later*. “Holy shit, my insecurity is being read as arrogance, and as a result people feel threatened by my intelligence which makes them defensive? I never knew that!”

Seriously, apply this lesson. And get a good friend to slap you every time you don’t.

Abstract: in this post I propose a protocol for cryonic preservation (with the central idea of using high pressure to prevent water from expanding rather than highly toxic cryoprotectants), which I think has a chance of being non-destructive enough for us to be able to preserve and then resuscitate an organism with modern technologies. In addition, I propose a simplified experimental protocol for a shrimp (or other small model organism (building a large pressure chamber is hard) capable of surviving in very deep and cold waters; shrimp is a nice trade-off between the depth of habitat and the ease of obtaining them on market), which is simple enough to be doable in a small lab or well-equipped garage setting.

Are there obvious problems with this, and how can they be addressed?

Is there a chance to pitch this experiment to a proper academic institution, or garage it is?

Originally posted here.

---

I do think that the odds of ever developing advanced nanomachines and/or brain scanning on molecular level plus algorithms for reversing information distortion - everything you need to undo the damage from conventional cryonic preservation and even to some extent that of brain death, according to its modern definition, if wasn't too late when the brain was preserved - for currently existing cryonics to be a bet worth taking. This is dead serious, and it's an actionable item.

Less of an action item: what if the future generations actually build quantum Bayesian superintelligence, close enough in its capabilities to Solomonoff induction, at which point even a mummified brain or the one preserved in formalin would be enough evidence to restore its original state? Or what if they invent read-only time travel, and make backups of everyone's mind right before they died (at which point it becomes indistinguishable from the belief in afterlife existing right now)? Even without time travel, they can just use a Universe-sized supercomputer to simulate every singe human physically possible, and naturally of of them is gonna be you. But aside from the obvious identity issues (and screw the timeless identity), that relies on unknown unknowns with uncomputable probabilities, and I'd like to have as few leaps of faith and quantum suicides in my life as possible.

So although vitrification right after diagnosed brain death relies on far smaller assumptions, and if totally worth doing - let me reiterate that: go sign up for cryonics - it'd be much better if we had preservation protocols so non-destructive that we could actually freeze a living human, and then bring them back alive. If nothing else, that would hugely increase the public outreach, grant the patient (rather than cadaver) status to the preserved, along with the human rights, get it recognized as a medical procedure covered by insurance or single payer, allow doctors to initiate the preservation of a dying patient before the brain death (again: I think everything short of information-theoretic death should potentially be reversible, but why take chances?), allow suffering patient opt for preservation rather than euthanasia (actually, I think it should be done right now: why on earth would anyone allow a person to do something that's guaranteed to kill them, but not allowed to do something that maybe will kill, or maybe will give the cure?), or even allow patients suffering from degrading brain conditions (e.g. Alzheimer's) to opt for preservation before their memory and personality are permanently destroyed.

Let's fix cryonics! First of all, why can't we do it on living organisms? Because of heparin poisoning - every cryoprotectant efficient enough to prevent the formation of ice crystals is a strong enough poison to kill the organism (leave alone that we can't even saturate the whole body with it - current technologies only allow to do it for the brain alone). But without cryoprotectants the water will expand upon freezing, and break the cells. But there's another way to prevent this. Under pressure above 350 MPa water slightly shrinks upon freezing rather than expanding:

So that's basically that: the key idea is to freeze (and keep) everything under pressure. Now, there are some tricks to that too.

It's not easy to put basically any animal, especially a mammal, under 350 MPa (which is 3.5x higher than in Mariana Trench). At this point even Trimix becomes toxic. Basically the only remaining solution is total liquid ventilation, which has one problem: it has never been applied successfully to a human. There's one fix to that I see: as far as I can tell, no one has ever attempted to do perform it under high pressure, and the attempts were basically failing because of the insufficient solubility of oxygen and carbon dioxide in perfluorocarbons. Well then, let's increase the pressure! Namely, go to 3 MPa on Trimix, which is doable, and only then switch to TLV, whose efficiency is improved by the higher gas solubility under high pressure. But there's another solution too. If you just connect a cardiopulmonary bypass (10 hours should be enough for the whole procedure), you don't need the surrounding liquid to even be breathable - it can just be saline. CPB also solves the problem of surviving the period after the cardiac arrest (which will occur at around 30 centigrade) but before the freezing happens - you can just keep the blood circulating and delivering oxygen.

Speaking of hypoxia, even with the CPB it's still a problem. You positively don't want the blood to circulate when freezing starts, lest it act like an abrasive water cutter. It's not that much of a problem under near-freezing temperatures, but still. Fortunately, this effect can be mitigated by administering insulin first (yay, it's the first proper academic citation in this post! Also yay, I thought about this before I even discovered that it's actually true). This makes sense: if oxygen is primarily used to metabolize glucose, less glucose means less oxygen consumed, and less damage done by hypoxia. Then there's another thing: on the phase diagram you can see that before going into the area of high temperature ice at 632 MPa, freezing temperature actually dips down to roughly -30 centigrade at 209~350 MPa. That would allow to really shut down metabolism for good when water is still liquid, and blood can be pumped by the CPB. From this point we have two ways. First, we can do the normal thing, and start freezing very slowly, so minimize the formation of ice crystals (even though they're smaller than the original water volume, they may still be sharp). Second, we can increase the pressure. That would lead to near-instantaneous freezing everywhere, thus completely eliminating the problem of hypoxia - before the freezing, blood still circulated, and freezing is very quick - way faster than can ever be achieved even by throwing a body into liquid helium under normal pressure. Video evidence suggests that quick freezing of water leads to the formation of a huge number of crystals, which is bad, but I don't know near-instantaneous freezing from supercooled state and near-instantaneous freezing upon raising the pressure will lead to the same effect. More experiments are needed, preferably not on humans.

So here is my preservation protocol:

1. Anesthetize a probably terminally ill, but still conscious person.
2. Connect them to a cardiopulmonary bypass.
3. Replacing their blood with perfluorohexane is not necessary, since we seem to be already doing a decent job at having medium-term (several days) cardiopulmonary bypasses, but that could still help.
4. Submerge them in perfluorohexane, making sure that no air bubbles are left.
5. Slowly raise the ambient pressure to 350 MPa (~3.5kBar) without stopping the bypass.
6. Apply a huge dose of insulin to reduce all their metabolic processes.
7. Slowly cool them to -30 centigrade (at which point, given such pressure, water is still liquid), while increasing the dose of insulin, and raising the oxygen supply to the barely subtoxic level.
8. Slowly raise the pressure to 1 GPa (~10kBar), at which point the water solidifies, but does so with shrinking rather than expanding. Don't cutoff the blood circulation until the moment when ice crystals starts forming in the blood/perfluorohexane flow.
9. Slowly lower the temperature to -173 centigrade or lower, as you wish.

 

And then back:

But let's start with something easy and small, like a shrimp. They already live in water, so there's no need to figure out the protocol for putting them into liquid. And they're already adapted to live under high pressure (no swim bladders or other cavities). And they're already adapted to live in cold water, so they should be expected to survive further cooling.

Small ones can be about 1 inch big, so let's be safe and use a 5cm-wide cylinder. To form ice III we need about 350MPa, which gives us 350e6 * 3.14 * 0.025^2 / 9.8 = 70 tons or roughly 690kN of force. Applying it directly or with a lever is unreasonable, since 70 tons of bending force is a lot even for steel, given the 5cm target. Block and tackle system is probably a good solution - actually, two of them, on each side of a beam used for compression, so we have 345 kN per system. And it looks like you can buy 40~50 ton manual hoists from alibaba, though I have no idea about their quality.

I'm not sure to which extent Pascal's law applies to solids, but if it does, the whole setup can be vastly optimized by creating a bottle neck for the pistol. One problem is that we can no longer assume that water in completely incompressible - it had to be compressed to about 87% its original volume - but aside from that, 350MPa per a millimeter thick rod is just 28kg. To compress a 0.05m by 0.1m cylinder to 87% its original volume we need to pump extra 1e-4 m^3 of water there, which amounts to 148 meters of movement, which isn't terribly good. 1cm thick rod, on the other hand, would require almost 3 tons of force, but will move only 1.5 meters. Or the problem of applying the constant pressure can be solved by enclosing the water in a plastic bag, and filling the rest of chamber with a liquid with a lower freezing point, but the same density. Thus, it is guaranteed that all the time it takes the water to freeze, it is under uniform external pressure, and then it just had nowhere to go.

Alternatively, one can just buy a 90'000 psi pump and 100'000 psi tubes and vessels, but let's face it: it they don't even list the price on their website, you probably don't even wanna know it. And since no institutions that can afford this thing seem to be interested in cryonics research, we'll have to stick to makeshift solutions (until at least the shrimp thing works, which would probably give in a publication in Nature, and enough academic recognition for proper research to start).

Transcribed from maxikov's posted videos.

Verbal filler removed for clarity.

Audience Laughter denoted with [L], Applause with [A]

---

 

Eliezer: So, any questions? Do we have a microphone for the audience?


Guy Offscreen: We don't have a microphone for the audience, have we?


Some Other Guy: We have this furry thing, wait, no that's not hooked up. Never mind.


Eliezer: Alright, come on over to the microphone.


Guy with 'Berkeley Lab' shirt: So, this question is sort of on behalf of the HPMOR subreddit. You say you don't give red herrings, but like... He's making faces at me like... [L] You say you don't give red herrings, but while he's sitting during in the Quidditch game thinking of who he can bring along, he stares at Cedric Diggory, and he's like, "He would be useful to have at my side!", and then he never shows up. Why was there not a Cedric Diggory?


Eliezer: The true Cedrics Diggory are inside all of our hearts. [L] And in the mirror. [L] And in Harry's glasses. [L] And, well, I mean the notion is, you're going to look at that and think, "Hey, he's going to bring along Cedric Diggory as a spare wand, and he's gonna die! Right?" And then, Lestath Lestrange shows up and it's supposed to be humorous, or something. I guess I can't do humor. [L]


Guy Dressed as a Witch: Does Quirrell's attitude towards reckless muggle scientists have anything to do with your attitude towards AI researchers that aren't you? [L]


Eliezer: That is unfair. There are at least a dozen safety conscious AI researchers on the face of the earth. [L] At least one of them is respected. [L] With that said, I mean if you have a version of Voldemort who is smart and seems to be going around killing muggleborns, and sort of pretty generally down on muggles... Like, why would anyone go around killing muggleborns? I mean, there's more than one rationalization you could apply to this situation, but the sort of obvious one is that you disapprove of their conduct with nuclear weapons. From Tom Riddle's perspective that is.

I do think I sort of try to never have leakage from that thing I spend all day talking about into a place it really didn't belong, and there's a saying that goes 'A fanatic is someone who cannot change his mind, and will not change the subject.' And I'm like ok, so if I'm not going to change my mind, I'll at least endeavor to be able to change the subject. [L] Like, towards the very end of the story we are getting into the realm where sort of the convergent attitude that any sort of carefully reasoning person will take towards global catastrophic risks, and the realization that you are in fact a complete crap rationalist, and you're going to have to start over and actually try this time. These things are sort of reflective of the story outside the story, but apart from 'there is only one king upon a chessboard', and 'I need to raise the level of my game or fail', and perhaps, one little thing that was said about the mirror of VEC, as some people called it.

Aside from those things I would say that I was treating it more as convergent evolution rather than any sort of attempted parable or Professor Quirrell speaking form me. He usually doesn't... [L] I wish more people would realize that... [L] I mean, you know the... How can I put this exactly. There are these people who are sort of to the right side of the political spectrum and occasionally they tell me that they wish I'd just let Professor Quirrell take over my brain and run my body. And they are literally Republicans for You Know Who. And there you have it basically. Next Question! ... No more questions, ok. [L] I see that no one has any questions left; Oh, there you are.


Fidgety Guy: One of the chapters you posted was the final exam chapter where you had everybody brainstorm solutions to the predicament that Harry was in. Did you have any favorite alternate solution besides the one that made it into the book.


Eliezer: So, not to give away the intended solution for anyone who hasn't reached that chapter yet, though really you're just going to have the living daylight spoiled out of you, there's no way to avoid that really. So, the most brilliant solution I had not thought of at all, was for Harry to precommit to transfigure something that would cause a large explosion visible from the Quidditch stands which had observed no such explosion, thereby unless help sent via Time-Turner showed up at that point, thereby insuring that the simplest timeline was not the one where he never reached the Time-Turner. And assuring that some self-consistent set of events would occur which caused him not to carry through on his precommitment. I, you know, I suspect that I might have ruled that that wouldn't work because of the Unbreakable Vow preventing Harry from actually doing that because it might, in effect, count as trying to destroy that timeline, or filter it, and thereby have that count as trying to destroy the world, or just risk destroying it, or something along those lines, but it was brilliant! [L] I was staring at the computer screen going, "I can't believe how brilliant these people are!" "That's not something I usually hear you say," Brienne said. "I'm not usually watching hundreds of peoples' collective intelligence coming up with solutions way better than anything I thought of!" I replied to her.

And the sort of most fun lateral thinking solution was to call 'Up!' to, or pull Quirinus Quirrell's body over using transfigured carbon nanotubes and some padding, and call 'Up!' and ride away on his broomstick bones. [L] That is definitely going in 'Omake files #5: Collective Intelligence'! Next question!


Guy Wearing Black: So in the chapter with the mirror, there was a point at which Dumbledore had said something like, "I am on this side of the mirror and I always have been." That was never explained that I could tell. I'm wondering if you could clarify that.


Eliezer: It is a reference to the fanfic 'Seventh Horcrux' that *totally* ripped off HPMOR despite being written slightly earlier than it... [L] I was slapping my forehead pretty hard when that happened. Which contains the line "Perhaps Albus Dumbledore really was inside the mirror all along." Sort of arc words as it were. And I also figured that there was simply some by-location effect using one of the advanced settings of the mirror that Dumbledore was using so that the trap would always be springable as opposed to him having to know at what time Tom Riddle would appear before the mirror and be trapped. Next!


Black Guy: So, how did Moody and the rest of them retrieve the items Dumbledore threw in the mirror of VEC?


Eliezer: Dumbledore threw them outside the mirrors range, thereby causing those not to be sealed in the corresponding real world when the duplicate mode of Dumbledore inside the mirror was sealed. So wherever Dumbledore was at the time, probably investigating Nicolas Flamel's house, he suddenly popped away and the line of Merlin Unbroken and the Elder Wand just fell to the floor from where he was.


Asian Guy: In the 'Something to Protect: Severus Snape', you wrote that he laughed. And I was really curious, what exactly does Severus Snape sound like when he laughs. [L]


Person in Audience: Perform for us!


Eliezer: He He He. [L]


Girl in Audience: Do it again now, everybody together!


Audience: He He He. [L]


Guy in Blue Shirt: So I was curious about the motivation between making Sirius re-evil again and having Peter be a good guy again, their relationship. What was the motivation?


Eliezer: In character or out character?


Guy in Blue Shirt: Well, yes. [L]


Eliezer: All right, well, in character Peter can be pretty attractive when he wants to be, and Sirius was a teenager. Or, you were asking about the alignment shift part?


Guy in Blue Shirt: Yeah, the alignment and their relationship.


Eliezer: So, in the alignment, I'm just ruling it always was that way. The whole Sirius Black thing is a puzzle, is the way I'm looking at it. And the canon solution to that puzzle is perfectly fine for a children's book, which I say once again requires a higher level of skill than a grown-up book, but just did not make sense in context. So I was just looking at the puzzle and being like, ok, so what can be the actual solution to this puzzle? And also, a further important factor, this had to happen. There's a whole lot of fanfictions out there of Harry Potter. More than half a million, and that was years ago. And 'Methods of Rationality' is fundamentally set in the universe of Harry Potter fanfiction, more than canon. And in many many of these fanfictions someone goes back in time to redo the seven years, and they know that Scabbers is secretly Peter Pettigrew, and there's a scene where they stun Scabbers the rat and take him over to Dumbledore, and Head Auror, and the Minister of Magic and get them to check out this rat over here, and uncover Peter Pettigrew. And in all the times I had read that scene, at least a dozen times literally, it was never once played out the way it would in real life, where that is just a rat, and you're crazy. [L] And that was the sort of basic seed of, "Ok, we're going to play this straight, the sort of loonier conspiracies are false, but there is still a grain of conspiracy truth to it." And then I introduced the whole accounting of what happened with Sirius Black in the same chapter where Hermione just happens to mention that there's a Metamorphmagus in Hufflepuff, and exactly one person posted to the reviews in chapter 28, based on the clue that the Metamorphmagus had been mentioned in the same chapter, "Aha! I present you the tale of Peter Pettigrew, the unfortunate Metamorphmagus." [L] See! You could've solved it, you could've solved it, but you didn't! Someone solved it, you did not solve that. Next Question!


Guy in White: First, [pulls out wand] Avada Kedavra. How do you feel about your security? [L] Second, have you considered the next time you need a large group of very smart people to really work on a hard problem, presenting it to them in fiction?


Eliezer: So, of course I always keep my Patronus Charm going inside of me. [Aww/L] And if that fails, I do have my amulet that triggers my emergency kitten shield. [L] And indeed one of the higher, more attractive things I'm considering to potentially do for the next major project is 'Precisely Bound Djinn and their Behavior'. The theme of which is you have these people who can summon djinn, or command the djinn effect, and you can sort of negotiate with them in the language of djinn and they will always interpret your wish in the worst way possible, or you can give them mathematically precise orders; Which they can apparently carry out using unlimited computing power, which obviously ends the world in fairly short order, causing our protagonist to be caught in a groundhog day loop as they try over and over again to both maybe arrange for conditions outside to be such that they can get some research done for longer than a few months before the world ends again, and also try to figure out what to tell their djinn. And, you know, I figure that if anyone can give me an unboundedly computable specification of a value aligned advanced agent, the story ends, the characters win, hopefully that person gets a large monetary prize if I can swing it, the world is safer, and I can go onto my next fiction writing project, which will be the one with the boundedly specified [L] value aligned advanced agents. [A]


Guy with Purple Tie: So, what is the source of magic?


Eliezer: Alright, so, there was a bit of literary miscommunication in HPMOR. I tried as hard as I could to signal that unraveling the true nature of magic and everything that adheres in it is actually this kind of this large project that they were not going to complete during Harry's first year of Hogwarts. [L] You know, 35 years, even if someone is helping you is a reasonable amount of time for a project like that to take. And if it's something really difficult, like AIs, you might need more that two people even. [L] At least if you want the value aligned version. Anyway, where was I?

So the only way I think that fundamentally to come up with a non-nitwit explanation of magic, you need to get started from the non-nitwit explanation, and then generate the laws of magic, so that when you reveal the answer behind the mystery, everything actually fits with it. You may have noticed this kind of philosophy showing up elsewhere in the literary theory of HPMOR at various points where it turns out that things fit with things you have already seen. But with magic, ultimately the source material was not designed as a hard science fiction story. The magic that we start with as a phenomenon is not designed to be solvable, and what did happen was that the characters thought of experiments, and I in my role of the universe thought of the answer to it, and if they had ever reached the point where there was only one explanation left, then the magic would have had rules, and they would have been arrived at in a fairly organic way that I could have felt good about; Not as a sudden, "Aha! I gotcha! I revealed this thing that you had no way of guessing."

Now I could speculate. And I even tried to write a little section where Harry runs into Dumbledore's writings that Dumbledore left behind, where Dumbledore writes some of his own speculation, but there was no good place to put that into the final chapter. But maybe I'll later be able... The final edits were kind of rushed honestly, sleep deprivation, 3am. But maybe in the second edit or something I'll be able to put that paragraph, that set of paragraphs in there. In Dumbledore's office, Dumbledore has speculated. He's mostly just taking the best of some of the other writers that he's read. That, look at the size of the universe, that seems to be mundane. Dumbledore was around during World War 2, he does know that muggles have telescopes. He has talked with muggle scientists a bit and those muggle scientists seem very confident that all the universe they can see looks like it's mundane. And Dumbledore wondered, why is there this sort of small magical section, and this much larger mundane section, or this much larger muggle section? And that seemed to Dumbledore to suggest that as a certain other magical philosopher had written, If you consider the question, what is the underlying nature of reality, is it that it was mundane to begin with, and then magic arises from mundanity, or is the universe magic to begin with, and then mundanity has been imposed above it? Now mundanity by itself will clearly never give rise to magic, yet magic permits mundanity to be imposed, and so, this other magical philosopher wrote, therefore he thinks that the universe is magical to begin with and the mundane sections are imposed above the magic. And Dumbledore himself had speculated, having been antiquated with the line of Merlin for much of his life, that just as the Interdict of Merlin was imposed to restrict the spread an the number of people who had sufficiently powerful magic, perhaps the mundane world itself, is an attempt to bring order to something that was on the verge of falling apart in Atlantis, or in whatever came before Atlantis. Perhaps the thing that happened with the Interdict of Merlin has happened over and over again. People trying to impose law upon reality, and that law having flaws, and the flaws being more and more exploited until they reach a point of power that recons to destroy the world, and the most adapt wielders of that power try to once again impose mundanity.

And I will also observe, although Dumbledore had no way of figuring this out, and I think Harry might not have figured it out yet because he dosen't yet know about chromosomal crossover, That if there is no wizard gene, but rather a muggle gene, and the muggle gene sometimes gets hit by cosmic rays and ceases to function thereby producing a non-muggle allele, then some of the muggle vs. wizard alleles in the wizard population that got there from muggleborns will be repairable via chromosomal crossover, thus sometimes causing two wizards to give birth to a squib. Furthermore this will happen more frequently in wizards who have recent muggleborn ancestry. I wonder if Lucius told Draco that when Draco told him about Harry's theory of genetics. Anyway, this concludes my strictly personal speculations. It's not in the text, so it's not real unless it's in the text somewhere. 'Opinion of God', Not 'Word of God'. But this concludes my personal speculations on the origin of magic, and the nature of the "wizard gene". [A]

Here is the way-too-late 2014 edition of the Best of Rationality Quotes collection. (Here is last year's.) Thanks Huluk for nudging me to do it.

Best of Rationality Quotes 2014 (300kB page, 235 quotes)
and Best of Rationality Quotes 2009-2014 (1900kB page, 1770 quotes)

The page was built by a short script (source code here) from all the LW Rationality Quotes threads so far. (We had such a thread each month since April 2009.) The script collects all comments with karma score 10 or more, and sorts them by score. Replies are not collected, only top-level comments.

As is now usual, I provide various statistics and top-lists based on the data. (Source code for these is also at the above link, see the README.) I added these as comments to the post:

• Top quote contributors by total karma score collected
• Top quote contributors by karma score collected in 2014
• Top quote contributors of 2014 by statistical significance level (See this comment for a description of this metric.)
• Top original authors by number of quotes
• Top original authors by total karma score collected
• Best short quotes 2009-2014

There's widespread confusion about the nature of mathematical ability, for a variety of reasons:

• Most people don't know what math is.
• Most people don't know enough statistics to analyze the question properly.
• Most mathematicians are not very metacognitive.
• Very few people have more than a casual interest in the subject.

If the nature of mathematical ability were exclusively an object of intellectual interest, this would be relatively inconsequential. For example, many people are confused about Einstein’s theory of relativity, but this doesn’t have much of an impact on their lives. But in practice, people’s misconceptions about the nature of mathematical ability seriously interfere with their own ability to learn and do math, something that hurts them both professionally and emotionally.

I have a long standing interest in the subject, and I’ve found myself in the unusual position of being an expert. My experiences include:

• Completing a PhD in pure math at University of Illinois.
• Four years of teaching math at the high school and college levels (precalculus, calculus, multivariable calculus and linear algebra)
• Personal encounters with some of the best mathematicians in the world, and a study of great mathematicians’ biographies.
• A long history of working with mathematically gifted children: as a counselor at MathPath for three summers, through one-on-one tutoring, and as an instructor at Art of Problem Solving.
• Studying the literature on IQ and papers from the Study of Exceptional Talent as a part of my work for Cognito Mentoring.
• Training as a full-stack web developer at App Academy.
• Doing a large scale data science project where I applied statistics and machine learning to make new discoveries in social psychology.

I’ve thought about writing about the nature of mathematical ability for a long time, but there was a missing element: I myself had never done genuinely original and high quality mathematical research. After completing much of my data science project, I realized that this had changed. The experience sharpened my understanding of the issues.

This is a the first of a sequence of posts where I try to clarify the situation. My main point in this post is:

There are several different dimensions to mathematical ability. Common measures rarely assess all of these dimensions, and can paint a very incomplete picture of what somebody is capable of.